An Observational Analysis of Gamification Dynamics in Several Language Apps among EFL University Students

Abstract

Mobile-assisted language learning (MALL) has become popular in recent years. Many language learning applications are turning to gamification as a core strategy to keep users engaged, but the question of whether these game-like features truly support language learning or simply keep learners clicking remains worth examining. This research investigates how gamification shapes learner motivation across several language applications, such as Cake, Duolingo, and Stimuler, with a particular focus on EFL university students and speaking skill development. Using a qualitative design, the researchers collected data through behavioural checklists and short post-observation interviews conducted with three students who frequently used the apps and were willing to participate in this research. The findings paint an interesting picture: Cake users were largely driven by external rewards such as points and notification reminders, while Duolingo users showed stronger intrinsic motivation despite having little freedom to navigate the app on their own terms. Stimuler, surprisingly, produced the most focused and self-directed learning behaviour even without any points or leaderboard system in place. Across all three applications, however, a shared limitation emerged: none of them sufficiently supported productive speaking output, which raises important questions about how well current MALL tools serve oral language development. These findings suggest that meaningful language learning through gamification depends less on how gamified the apps are, and more on how well they nurture learners' genuine curiosity and sense of autonomy.